Search results

This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.

Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.

The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.

Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.

Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

This paper serves as a pilot study for the education of cultural landscape heritage conservation (CLHC) and review the preparedness of landscape architecture curricula in the Philippines for the CLHC specialization. It proposes the utilization of the “Geodesign” framework in formulating a developmental process and validation of the interrelationship and collaborative activity created by the thematic areas towards landscape heritage education and professionalization. The goal of the study is to create new possibilities for the profession through the study and professionalization of cultural landscapes, thus, raising awareness and significance of cultural heritage and heritage conservation in the lenses of the Philippine landscapes.

The research opted for literature reviews, comprehensive desktop reviews of the landscape architecture syllabi of higher education institutions (HEIs) and SWOT and PESTEL analyses as qualitative assessments, including stakeholder feedback discussions with the current four (4) HEIs, Philippine Association of Landscape Architects (PALA), Technical Committee for Landscape Architecture, Commission on Higher Education (TCLA CHED), Professional Regulation Commission–Board of Landscape Architecture (PRC–BOLA) and the ICOMOS IFLA International Scientific Committee on Cultural Landscapes, National Philippine Committee (Philippine NSCCL). The data were complemented by a quantitative assessment using Leopold and Lohani and Thann assessment matrix on importance (without considering magnitude), and for this study, it is the level of preparedness and integration.

The paper brings forth to the conclusion that the landscape architecture curricula at the bachelor's degree level of the University of the Philippines – Diliman (UP – Diliman) in Quezon City and University of San Carlos (USC) in Cebu are prepared to integrate and/or consider updating their respective curriculum in accordance to the CLHC specialization. The curricula of Bulacan State University (BulSU) in Malolos, Bulacan, and the University of San Agustin (USA) in Iloilo may need to consider introducing courses related to the thematic areas to be able to create an area of basis for integration.

The study is initiated as part of the International Council on Monuments and Sites (ICOMOS) Philippines Internship programme during a master degree study wherein the research is bounded within the limit of its duration. Therefore, the study was able to only identify and chose the possible thematic areas and course concentrations for the specialization of CLHC; select, review and propose courses related to CLHC; screen courses from the landscape architecture curricula of the universities based on its course title, course information (if provided) and cross–checked with Government syllabi; and allocation of units and time per identified course as well as required prerequisite from thematic areas was not covered in this study.

The paper can be used as a tool to engage discussions with the PRC–BOLA in its development of the specialization of CLHC currently being planned. Study topics and themes identified can be the starting point of training programmes that can benefit students of the current four universities in the study and landscape architecture professionals alike. This will eventually translate to benefits to society as heritage conservation methodologies are developed by practitioners who can apply such knowledge to places of cultural and natural significance and develop learnings to concrete heritage laws and policies protecting landscapes.

This paper serves as a pilot study for the education and professionalization of CLHC in the Philippines. Significantly, the development of CLHC specialization in the Philippines shall open various opportunities in developing Philippine cultural landscape heritage conservationists trained at the local context.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

This research uses a multifaceted approach to develop an MPA/MPP curriculum to support a data science track within the existing MPA/MPP programs by identifying the core and elective areas needed.

The approach includes (1) identifying a suitable structure for MPA/MPP programs which can allow the program to develop its capacity to train students with the data science and general public administration skills to solve public policy problems and leave explicit space for local experimentation and modification; (2) defining bridging modules and required modules for the MPA/MPP programs; and (3) developing of data science track thought to make suggestions for the inclusion of suitable data science modules into the data science track and benchmarking the data science modules suggested with the best practices developed by other professional bodies. The authors review 46 NASPAA-accredited MPA/MPP programs from 40 (or 22.7%) schools to identify the suitable required modules and some potential data science and analytics courses that MPA/MPP programs currently provide as electives.

The proposal includes a three-course (six–nine credits, not counted in the program but as prerequisites) bridging module, a nine-course (27 credits) required module and a five-course (15 credits) data science track/concentration.

This work can provide a starting point for the public administration education community to develop graduate programs focusing on data science to cater to the needs of both public managers and society at large.

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).

This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.

Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.

While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.

The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).

This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).

The purpose of this research is two-fold: first, the researchers will create a reliable and valid hospitality senior exit survey by conducting a Delphi panel of experts and second, the researchers will pilot-test the instrument with students from a four-year university. The data will be (a) assessed to determine the retention of knowledge by four-year students, (b) used by academicians to make changes to course material and (c) used to help with the accreditation assessment process.

A Delphi panel of hospitality educators was used to validate the items, and graduating hospitality students were used to calculate reliability.

By embracing the hospitality exit survey (HES), institutions can effectively evaluate and enhance their programs. With its ability to gauge students' knowledge retention, the study findings serve as a powerful tool for shaping the future of hospitality education.

The study's findings might be somewhat limited in representing a broader range of perspectives within hospitality programs. Another limitation stems from the structure of the survey itself. The survey included numerous items requiring two inputs for each item. This format has the potential to introduce certain biases among participants.

In a positive statement, organizations can use this information to discover why employees stay and then continue to develop goals/strategies to ensure this process stays up to date. Academia is no different. Academia also wants to produce the best product, and since the students are to become the next set of leaders, these programs need to know what is successful and what needs to be adjusted.

A strategic exit interview program should 1)Uncover issues relating to human resources/students; 2) understand employees'/students' perception of the work; 3) managers'/directors' leadership style and effectiveness; 4) human resource/college/departments benchmarks and 5) improve the organization.

This research holds significant importance as it focuses on developing the senior HES and its potential utilization within hospitality programs. The HES serves as a valuable tool for these programs to evaluate the knowledge levels of their graduating students and collect data necessary for assessment and accreditation purposes.

Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.

This study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.

The practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

The results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.

The result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.

Such technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

Despite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.

A rise in productivity is associated with higher profits, competitiveness and the sustainability of an industry and a nation. Recent studies highlight inadequate labour supervision and training facilities as the main causes of productivity-related challenges among construction enterprises. This study aims to evaluate the construction supervisors' capabilities in applying the required elements of work practices for enhancing the performance and productivity of construction operations using a case study.

A new construction supervisory training programme was developed through comprehensive sequential processes, and 64 construction supervisors underwent training . Marking guides with different levels of descriptions/standards were developed through consultations with experts and literature reviews, and the supervisors' capabilities were assessed under 64 competency elements of 12 competency units.

The findings show a clear cross-section of all the required competencies of construction supervisors with various levels of standards/descriptions, leading to a new generalised guideline that helps to comprehend what degrees of skills can be taken into account in supervision attributes. Statistical tests and expert reviews were used to ensure the generalisability of the research applications and the reliability of the results.

Despite the study findings being limited to the Sri Lankan construction industry, its applicability could create considerable impacts on the current/future practices of the construction sector in developing countries as well as other developing industries.

The study adds new characteristics and values to construction supervision practices that can be remarkable in encouraging construction supervision to drive the sustainability of construction practices. The study findings are significant in decision-making/planning procedures related to technical comprehension, industry training, scientific documentation, adherence to workforce employment constraints and job outputs. This paper describes the further extensive implications and future scopes of the study elaborately.

This study addresses the knowledge gap in the industry related to the development of protocols and application methodologies necessary to track their performance. The study opens a new window that inflows knowledge attributes to the industry sector along with the necessary comparison of the relevant competency elements to predict/comprehend what levels of capabilities can be theoretically considered and practically applied in supervision characteristics.

The paper aims to examine Indonesian accounting students’ intention to become sustainable accountants (ISAs) using a modified theory of reasoning action model.

Primary data were collected from 239 respondents from five reputable universities in Semarang, Indonesia, using a structured questionnaire. A random sampling technique was employed and used in selecting respondents. The data were then analyzed using smart PLS (version 3.2.9) to obtain the final results.

The results show university sustainability (US) and attitudes toward sustainability (ATS) affect students' intentions to become ISAs. Knowledge has no direct correlation with students' intention to become ISAs. Path analysis shows a significant correlation between US and students' knowledge, attitudes and intentions regarding sustainability.

This is different from previous studies, which only focused on factors influencing students' intentions to pay attention to sustainability. This study focuses on prospective accountants because, in the future, they will be the technical executors of reporting using path analysis. This study further analyzes the relationship between existing antecedent variables. The results show that sustainability at the university is a variable that can influence all other variables.

Through a project of cooperation between the Ministry of Heritage and Tourism (MHT) and Sultan Qaboos University (SQU), a team including faculty members, technicians and students from the SQU department of civil and architectural engineering (CAE), was involved in the project of documentation, survey and the development of management plans of four (4) Omani Vernacular settlements (Harat). Such an experience was meant to initiate students from different levels in undergraduate programs of civil and architectural engineering to the fieldwork and professional practice in the field of built heritage studies. The present research aims to explore the effect of such an experience on the learning process and skills acquired by the involved students.

The research was undertaken with students of CAE undergraduate programs at SQU. The documentation method has been implemented in 4 different settlements with the same students. A questionnaire has been administered to the participating students after their graduation to collect their feedback regarding the benefits of this experience on their education and skills development. The data was complemented by active observation and semi-directive interviews with some students randomly selected among the respondents to the questionnaire.

The outcome of each documentation campaign as well as the results of the questionnaires administered revealed that this experience has raised students' awareness about the importance of studying the built heritage and safeguarding it. The research has shown that important soft skills, such as team-working, leadership and communication, have been consolidated. It has also revealed that this experience was an opportunity for students to discover the variety of options within the profession of architecture and its intellectual and ethical responsibilities. Such aspects are hardly grasped when taught within a “classical” teaching/learning setting.

The main limitations of this research were the hard working conditions during the summer in Oman and the direct interaction of the students with the buildings. Even cautious, such interaction represents a risk for an already fragile heritage.

The paper includes a detailed description of the architectural documentation tools and methods used in the case studies. These tools and methods can easily be applicable, with slight adaptations, in other architectural documentation projects involving undergraduate students. The documentation methodology and the generated corpus of 3D digital models can be used in other documentation projects and further studies such as architectural typologies, bioclimatic properties, natural ventilation patterns, daylight performance, etc.

This paper reports on the outcomes of the first experience of its kind in Oman and the Gulf region, where undergraduate students (predominantly females) were involved in an interdisciplinary project for the documentation of important vernacular settlements and their buildings. The added value of this research is that its methodology can be a reference for professors of Architecture and related specialties aiming to integrate research and field work with education.